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Establishing Students’ Satisfaction with a Learning Management System Using a Modified DeLone and McLean Model: A South African Sample Perspective

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Publicado en:Education Sciences vol. 15, no. 2 (2025), p. 130
Autor principal: Simelane-Mnisi, Sibongile
Otros Autores: Mthimunye, Johnny Mafika
Publicado:
MDPI AG
Materias:
South Africa
Teaching
Learning management systems
Distance learning
Online instruction
Information systems
Quantitative analysis
Educational Quality
Learning Activities
Independent Study
Educational Resources
Learning Motivation
Influence of Technology
Learning Processes
Academic Achievement
Measurement Techniques
Educational Technology
Management Systems
Instructional Materials
Blended Learning
Online Courses
Expectation
Electronic Learning
Science Laboratories
Outcomes of Education
Course Content
Delivery Systems
Learner Engagement
Integrated Activities
Higher Education
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Resumen:Students’ use of LMSs in higher education institutions can be severely hampered by several factors that could lower their satisfaction. Good LMS service quality will increase student LMS satisfaction. Student LMS dissatisfaction will increase if the expectations are not fulfilled. The purpose of this study was to establish the factors influencing students’ satisfaction with IMFUNDO, the pseudonym for the LMS used at the University of Technology. This study was motivated by the literature that recommended further research on students’ LMS satisfaction. The quantitative method was used to attain the objective of testing the variables affecting students’ LMS satisfaction and validating the scientific model and hypotheses. The participants comprised 595 students from the Faculty of Science at the University of Technology in South Africa, who were selected using stratified random sampling. Data were gathered through student LMS satisfaction surveys. Data were analyzed using SPSS and AMOS version 29 software inferential statistics for validating CFA and SEM. The results revealed that the alpha values for the entire questionnaire were 0.96. The results showed that the chi-square (χ2) was statistically significant [χ2 = 743,52, df = 160, p < 0.0001]. The goodness of fit was TLI = 0.930, the CFI was 0.941, the RMSEA was 0.078, and all indicators were statistically significant (p < 0.0001). Using the conceptual framework that was grounded on the modified DeLone and McLean model was beneficial for the students at the University of Technology in South Africa. A mixed-method approach should be utilized to support the statistical findings with the participants’ opinions on this phenomenon.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15020130
Fuente:Education Database